CHAPTER # 1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY:

This research is conducted to study the perceptions of teachers regarding
influence of reward and punishment on students learning at secondary school level in
district Swabi. Since ages a debate is being made about the good and bad of rewards and
punishment in learning institutions. Many teachers and scholars are of the view that
rewards have positive and lasting effects upon the mind and character of students.
Students are accelerated for further work when they are being rewarded. Many are also of
the view that punishment damages personality of the students and abolishes the natural
tendencies of young students. As a result they are deprived of the accessible education to
them.
Learning is a life long process. We learn from cradle to grave. It is imbibed in the
very nature of human beings. Therefore educational scholars, experts and teachers are
concerned with the clear cut simple definition of the term education and learning which
bring light in the dark world of mankind. The history of learning and education is as old
as the creation of human being. Various scholars and educational experts have given their
definitions according to the age. But education is universal as it is a type of training
provided to individuals in order to train them for the social life.
In the Holy Quran, it is stated clearly, “O’man, read and learn” (Murad. A 2000)
At another Occasion, it is said.
“Seek knowledge even if it be in China” At another occasion it is clearly stated in
the Holy Quran. (Murad. A 2000)
“To seek knowledge is the duty of every Muslim man and woman.” (Murad. A
2000)
Thus it clearly reflects that learning and education are the part and parcel of
human life. Some of the famous scholars like Socrate is of the view that “education is the
mean which helps in searching the truth”. (Arbab. A.K 2003) That truth is hidden in the
mind of the man and he should be aware of it. Imam Ghazali says, “education is the

1
process which helps an individual to distinguish between the true and false, the good and
bad, the right conduct and the evil doings,”. (Arbab. A.K 2003)
Ibn-e-Khaldun says, “education consists of the intellectual and moral training of
the mankind through which his hidden potentialities are developed, traits of character are
built the knowledge and culture of the people is conveyed to the coming generations”.
(Muhammad. N 2013)
According to Burtrend Russel, a famous modern philosopher, “The chief aim of
education is the intellectual development and the reinforcement of hidden personalities.”
According to German philosopher Kant, education is defined as a process by which
human beings become humane and noble. The proper end of education is the realization
and perfection of humanity. Education assists man in his progress from the natural animal
stage to a civilized being. The contract and grooming of natural emotions are learnt
through education. (Arbab. A.K 2003)
So for as reward and punishment are concerned, they are the essential element of
learning institutions. Without these two necessary tools we cannot run the system
successfully. But the fact is that both the parameters have been discussed historically.
Some of the scholars are agreed upon that punishment is a good tool used for bring
positive changes in the behavior of a person. Others are of the view that it damages the
intellect and personality of the individual.
Historically tracing we come to the conclusion that the term punishment is
controversial in respect of learning and education in institutions. In the Holy Quran, there
are verses about the permission of even corporal punishment in teaching learning
situations. God has clearly declared,
“Punish your son/daughter when it is the question of learning behavior and
attitude at the mature stage of life.”
So for rewards are concerned they are very useful in motivating students for
learning activities. It works well in the field of education because it is a useful tool for
bringing positive changes in the personality and behavior of individuals. Therefore both
punishment and rewards are the necessary tools used in learning institutions throughout
the history.

2
1.2 STATEMENT OF THE PROBLEM:
“Perceptions of teachers regarding influence of reward and punishment on
students learning at secondary school level in district Swabi” is the limited area of
research to be conducted at M.Ed level. The study is delimited to the five government
schools.

1.3 OBJECTIVES:

1. To find out the effect of rewards and punishment on students learning

2. To identify the teachers’ views about rewards and punishment.
3. To investigate about the workable extend of rewards and punishment.
4. To determine about the inter-relationship of punishment and drop out, of
students.
5. To explore the effect of rewards in promoting qualitative behaviors of
students.

1.4 SIGNIFICANCE OF THE STUDY:

The present research study is of immense importance in the history of education.

As nobody has yet conducted research on the given topic. So the successful completion
of the study will open new avenues for the teachers, scholars, researchers and
educationalists related with the field. So far as rewards and punishment are concerned,
both are equally important in the learning institutions. The rewards play the role of
positive stimulate for behavior modification where as punishment represent the opposite
side. Since we avoid many things we are afraid of their adverse repercussions inspite of
the desire we are having for the things concerned. The same is the case with punishment.
We try our best to avoid the creation of such situations where punishment can be used for
bringing positive changes because it sometimes leads to total rejection of the ongoing
activity.

3
1.5 DELIMITATION OF THE STUDY:

The present study was of a broader nature and covers vast area of research. It has
the following limitations and inabilities on the part of researcher.

I. It was delimited to district Swabi.

II. It was further delimited to five boy schools.
III. There was limitation of available resources.
IV. There was also limitation of time.

4
 CHAPTER # 2

REVIEW OF THE RELATED LITERATURE

2.1 INTRODUCTION:

Rewards and punishment are the tools which are part and parcel of the
educational institutions in our country Pakistan. In our province, Khyber Pukhtoonkhawa,
punishment is constantly used in schools to maintain learning atmosphere and discipline.
Rewards are given at the end of year for academic excellence and for sport activities.
However in the recent years efforts have been made to encourage learning by sweet will
of the learners as study of the concerned literature has show that punishment can greatly
affect the intellect, emotions and personality of the secondary school students.

There are many instances and references towards thawab (reward) in the
numerous ayahs of the Holy Quran. What one gets in this world or after doom day for the
good deeds one has performed in one’s life, it is read in 3:148 ayahs of the Quran Pak.
“And Allah gave them
A reward in this world
And the excellent reward
Of the here-in-after. For Allah
Loveth those who do good.” (Muhammad. N 2013)

The superiority of rewards in this world is a derived form of rewards which is

conferred by Allah upon those who deserve it and have done good deeds in their life.
That is why Prophet (SAWW) expected to be rewarded and always stressed for the
rewards of here in after. Therefore any learner in the Islamic system of education must be
highly motivated for the achievement of rewards. The Prophet (SAWW) considered both
learner and teacher as partner in the achievement of this devine reward. Those, who go in
accordance with the Hadith narrated by Ibn Majah, who mentions that alam (scholar) and
the mut-aallim (learner) are partners in the achievement of the reward of ilm (knowledge)
which is highly desirable. Allah rewards every single deed then how the pursuit of ilm
(knowledge) will go cease and useless. (Muhammad. R 2004)

5
 As the prestige of the source of rewards is highly important, therefore the teacher
should make is more attractive for the students. Rewards which are given easily and
abundantly tend to loose its effect and do not serve the required purpose. Brophy, Adam
Smith and Everston conducted study on secondary school students and concluded that:

“Many young children apparently turnout the verbal praise of female adult
students. Perhaps they are so accustomed to it that it no longer function as motivation for
them.” (Muhammad. R 2004)

What could be concluded from this study is the positive relationship between the
effect of the rewards and its source which confirm the superiority of it in here-in-after.

The role of punishment including corporal punishment in correcting and

deterring the offender is recognized in the Holy Quran and in some cases it is specially
stressed upon to be given. In fact physical chastisement is clearly approved in the Holy
Quran which has no connection with the legal process. The Quran permits that a father
has the right to inflict corporal punishment on his children. It is inferred from the study
that teachers are heavenly fathers, so they can punish students for morality and character
building. Therefore Islamic educators have understood from the study of the Hadith that
children are to be asked to perform their prayers at the age of seven and to be punished at
the age of ten to do it. Therefore punishing students at schools and learning institutions is
not in contradiction with the teaching of Islam.

2.2 REWARDS:

The concept of rewards in our learning situations is not centuries old it is the news
of the modern age and is still not commonly practiced in our schools. We are giving
awards annually at the end of academic year for excellent performance in academics or
for sport excellence. However it is a good parameter and works well in improving
learning of the students and character building. (Fredrick. L 2001).

Rewards can be given in the form of object or in the form of words. This
technique is very useful for school students because they feel great pride when they are
awarded. They are accelerated and energized when conferred with it. (Muhammad. R

6
2004) During the research study it is also noticed that students rapidly get mature when
awarded or appreciated in front of others. Their mental level gets broader and they
become bold and courageous thus adding into the character building.

Today, there are many ways of awarding students. For example a student is
awarded for securing higher position in some field. There are trophies, medals, books and
certificates for objective appreciation and in the honor of the concerned Excellency.
These objects become the property of the students and they get inspired from it in their
coming life. It works as light in their lives (Fredrick. L 2001). Rewarding of students is
important due to the followings.

1. The spirit of competition is invoked in the students and they become ready to
accept tough and hard work systematically and satisfactorily.
2. The tendency to discharge duties readily is inspired and to imbibe good habits
and high morality is created in the students.
3. They become ready to accept challenges in life and the factor of fear is
removed from their personalities. They become habitual to competition and
thus become courageous with awards and rewards (Muhammad. J (2001-
2002).

There has been some criticism of the system of giving rewards; The basis of their
arguments is that nature has not gifted everyone with equal or similar intelligence and
physical powers. He who has a sharp intelligence and good physical powers will get the
reward. Hence a reward does not attach importance to the labour of individuals (Fredrick.
L 2001).

It is also said that students who do not get rewards become lazy and dull. Some
people are of the view that rewards should be given collectively for combine activities.

2.3 PUNISHMENT:

Punishments means to administer justice with in the limited domain of the state
by any mean in order to run the ongoing activity successfully and fruitfully (Tanveer. K
(2009).

7
 By administration of justice we mean to say the maintenance of rights within the
political community with the force of the state.

There are controversial theories about the concept of punishment. Some

educationalists strongly favor it they are of the view that it is indispensable in learning
institutions with respect to discipline, character building and learning of the individuals.
The famous educationalist Bray justifies punishment with these words punishment is the
lesser evil applied to avoid the greater one that lives in the mind of the individuals.
(Tanveer. K (2009).

Another scholar Wren is of the view that punishment is a necessary evil like the
surgeon’s knife which cuts but for the betterment of the individuals (Muhammad. A
(2003).

Sometime punishments are misused by the teacher in inappropriate time which

creates problem for the teacher because instead of positive changes the student develops
rebellious in nature which is multiplied by the anger and emotionality of the student.
Sometimes a teacher faces problems while dealing with such punishable student.
Sometimes the teachers become emotional losing courage and temper thus become
personal while punishing the students. The fear is that students suffer physical injuries
and pains which create many problems for the teachers. Hence the use of punishment is
prohibited in leaning institutions. Sometimes it is used in restricted form for better results
but with utmost care (Shahid. S.M 2012).

2.4 MOTIVATION:

The English word motivation originated from ‘movere’ which means to move. In the
field of education the word motivation is interpreted in the form of interest of the students
for learning and character modification (w.w.w google.com).

Motivation is the name of energy which is present inside the individuals which
directs him to attend to his work sincerely. Different educationalists have given their own

8
definitions of motivation as according to Hankson, any thing that initiates activity
whether internal or external is known as motivation.
According to Johnson motivation is an influence of general pattern of activities indicating
and directing the behavior of the organism ( w.w.w google.com).

The study of the above definition suggests that the process of motivation
encourages the learning process and thus learning becomes more impressive when it is
directed by the steering force of motivation. The use of rewards and punishment has
much importance to motivate students inside the classroom. Both rewards and
punishment mobilize energy in the individuals creating interest in the activity in hand
thus the individuals show devotion and love for the activity which is the basic and prime
factor in leaning and education.

2.5 REWARDS AND PUNISHMENT EFFECT ON STUDENTS LEARNING

The objective of both rewards and punishment is identical to affect the student’s
future conduct favorably. Rewards seek to influence the conduct favorably by associating
pleasant feelings with the desired acts. Punishment seeks to deter or to prevent an
undesirable act by associating unpleasant feelings with it. If it were not the anticipated
deterrent effect of punishment and the hope of changing motivation it would have no
reason for its existence. It would be declared sheer cruelty. The question is how
punishment is successful in school learning and how is it compared in effectiveness with
that of rewards which plays the role of effective stimulant for positive behavior Since we
avoid many things we desire for because we are afraid of their negative repercussions,
whether they are the results of the action itself or the reaction created by others.

9
 CHAPTER # 3

METHOD AND PROCEDURE

3.1 NATURE OF THE RESEARCH STUDY:

This research study is of immense importance in the field of education,

specifically in secondary schools. People have already conducted research on the role of
rewards and punishment in motivating primary school students. They are of the view that
punishment should be avoided at this level of schooling and that it has no positive role in
learning and in academic achievements of students. Yet no body has studies the
perceptions of teachers regarding influence of reward and punishment at this mature level
of schooling where punishment is much harshly used for unknown reasons in our society.
Therefore a descriptive study is conducted under the topic, “Perceptions of teachers
regarding influence of reward and punishment on students learning at secondary school
level in district Swabi”. To know about the uses and abuses of the long standing practice
in our educational institutions.

3.2 POPULATION:

The population of my thesis is 84 boys Government High Schools in district

swabi (Emis 2018) . From 84 schools I selected the following five boys Schools
randomly.

1. Government Shaheed Basit Ali Sardar High School Shewa, Swabi.

Total Number of working teachers = 35
2. Government High School Tarakai, Swabi.
Total Number of working teachers = 40
3. Government High School Shera Ghund, Swabi.
Total Number of working teachers = 12
4. Government High School Kalu Khan, Swabi.
Total Number of working teachers = 45
5. Government High School Sheik Jana, Swabi.
Total Number of working teachers = 23

10
3.3 SAMPLE:

A sample of ten teachers from each of the schools was taken from the overall
concerned population of the given schools in district Swabi as:

Thus a sample of fifty (50) teachers is selected for the current study in district
Swabi, specially Tehsil Razar out of the given population.

3.4 RESEARCH INSTRUMENT:

Collection of data in this study is based upon the use of questionnaire. It was
carefully planned and prepared in order to study the perceptions of teachers regarding
influence of reward and punishment on students learning at secondary school level in
district Swabi. The questionnaire was distributed personally among the teachers of the
sample population very much satisfactorily. Later on, giving due time for consideration
and deliberation, it were collected, tabulated and then interpreted according to the
responses given by the respondents. Survey type descriptive research method is used in
this study.

3.5 DESCRIPTION OF THE QUESTIONNAIRE:

In order to match in scope with the related topic, a very simple questionnaire with
limited questions was prepared it was according to the comprehension and mental level
of the sample population and could be easily filled in a little time. The respondents had to
select the suggested responses as ( Yes, No ) to indicate their opinions.

3.6 ANALYSIS OF DATA:

The collected data was then analyzed according to the adopted simple procedure.

11
 CHAPTER # 4

PRESENTATION ANALYSIS OF DATA

DATA ANALYSIS

The sole purpose of this chapter is to present and to analyze the collected data and
then to interpret the findings on the basis of which recommendations are made. The data
regarding every response of the respondents is given in tabular form. And the data is
converted into graphs for easy facilitation. The questions, their responses tabulation and
analysis are as under:

Table 4.1 Indicating both punishment and rewards are

good parameters for students learning

Responses No of Respondents %age

Yes 50 100%

No 0 0%

120%
100%
100%

80%

60%

40%

20%
0%
0%
Yes No

Analysis:

All the respondents were of the view that both punishment and rewards were good
parameters for improving learnings.

12
 Table 4.2 indicating rewards and punishment used as

tools in improving teaching learning situation at secondary

school level

Responses No of Respondents %age

Yes 33 66%

No 17 34%

70% 66%

60%

50%

40% 34%
30%

20%

10%

0%
Yes No

Analysis:

66% of the respondents believed that both were used to improve teaching learning
situation where as 34% of the respondents were against it.

13
 Table 4.3 indicating that secondary school students academically

improve to the greater extend with rewards

Responses No of Respondents %age

Yes 39 58%

No 21 42%

70%
58%
60%

50%
42%
40%

30%

20%

10%

0%
Yes No

Analysis:

58% of the respondents believe that secondary school improve academically

while rewarded where as 42% of the respondents are against it.

14
 Table 4.4 indicating that rewards motivate students for learning

competition among themselves

Responses No of Respondents %age

Yes 50 100%

No 0 0%

120%
100%
100%

80%

60%

40%

20%
0%
0%
Yes No

Analysis:

All the respondents were of the view that rewards motivate students for learning.

15
 Table 4.5 indicating that secondary school student feel pride of

being rewarded

Responses No of Respondents %age

Yes 47 94%

No 03 06%

100% 94%
90%
80%
70%
60%
50%
40%
30%
20%
6%
10%
0%
Yes No

Analysis:

94% of the respondents were in favor that secondary school students feel pride of
being rewarded while 06% of the respondents were against it.

16
 Table 4.6 indicating that rewarded students try to maintain

their position

Responses No of Respondents %age

Yes 23 46%

No 27 54%

56%
54%
54%

52%

50%

48%
46%
46%

44%

42%
Yes No

Analysis:

46% of the respondents were in favor that rewarded students try to maintain their
position while 54% believed that they didn’t care to maintain their position.

17
 Table 4.7 indicating that rewards are of good use in

motivation of dull and disinterested students

Responses No of Respondents %age

Yes 27 54%

No 23 46%

56%
54%
54%

52%

50%

48%
46%
46%

44%

42%
Yes No

Analysis:

Somewhat 54% of the respondents were in favor of the view that dull and
disinterested students were motivated by rewards while 46% of the respondents
were against the view.

18
 Table 4.8 indicating that rewards have psychological

effect at the secondary school students

Responses No of Respondents %age

Yes 20 40%

No 30 60%

70%
60%
60%

50%
40%
40%

30%

20%

10%

0%
Yes No

Analysis:

Majority of the respondents i.e. 60% were against the view that rewards have
psychological effect at the secondary school students while 40% were in favor of
the view.

19
 Table 4.9 indicating that rewards create a sense

of jealousy among the secondary school students

Responses No of Respondents %age

Yes 45 90%

No 05 10%

100% 90%
90%
80%
70%
60%
50%
40%
30%
20% 10%
10%
0%
Yes No

Analysis:

90% of the respondents were in favor of the view that rewards create jealousy
among the secondary school students while 10% were against the view.

20
 Table 4.10 indicating that teachers’ personal biases

are involved while awarding students

Responses No of Respondents %age

Yes 03 06%

No 47 94%

100% 94%
90%
80%
70%
60%
50%
40%
30%
20%
6%
10%
0%
Yes No

Analysis:

Many of the respondents i.e. 94% were against the view that Teachers’ personal
biases were involved while awarding students while only 06% were in favor of it.

21
 Table 4.11 indicating that punishment is positive

alternative for motivating students for academic learning

Responses No of Respondents %age

Yes 0 0%

No 50 100%

120%
100%
100%

80%

60%

40%

20%
0%
0%
Yes No

Analysis:

100% of the respondents disagree with the view that punishment was a positive
alternative for motivating students for academic learning.

22
 Table 4.12 indicating child’s creativity destroyed while

giving corporal punishment at secondary school level

Responses No of Respondents %age

Yes 50 100%

No 0 0%

120%
100%
100%

80%

60%

40%

20%
0%
0%
Yes No

Analysis:

All the respondents were of the view that corporal punishment destroys creativity
at secondary school level.

23
 Table 4.13 indicating that punishment increases

hatred from study at this level

Responses No of Respondents %age

Yes 50 100%

No 0 0%

120%
100%
100%

80%

60%

40%

20%
0%
0%
Yes No

Analysis:

100% of the respondents were in favor of the reality that punishment increases
hatred from study at secondary school level.

24
 Table 4.14 indicating that punishment further damages

the dull and slow learners at this stage

Responses No of Respondents %age

Yes 31 62%

No 19 38%

70%
62%
60%

50%
38%
40%

30%

20%

10%

0%
Yes No

Analysis:

62% of the respondent teachers were of the view that punishment further damages
the dull and slow learners at this stage while 38% disagree with the statement in
question.

25
 Table 4.15 indicating that punishment is one of the

major factor in runaway case at this stage

Responses No of Respondents %age

Yes 27 54%

No 23 46%

56%
54%
54%

52%

50%

48%
46%
46%

44%

42%
Yes No

Analysis:

The answer of the respondents to this statement was somewhat balance because
54% were in favor of the statement that punishment was one of the major factor in
runaway cases at this stage of schooling where as 46% of the respondents didn’t
agree with the statement in question.

26
 CHAPTER # 5

FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION:

This chapter deals with the findings, conclusion and recommendations drawn
from analysis of data.

5.2 FINDINGS:
1 So for as the first statement is concerned 100% of the concerned teachers are of the
view that both punishment and rewards are good parameters for improving learning.
2 It is found that 66% of concerned teachers agree that rewards and punishment are
helping tools for improving teaching learning situation.
3 It is found that 58% of the respondents think that rewards are helping in improving
students.
4 It is found that rewards highly motivate students for competition
5 The finding of the statement is that a vast majority of the concerned teachers agrees
that students feel pride in rewards
6 It is found out that 46% of the respondents are in favor that rewarded students try to
maintain their position in future.
7 Only 54% of the concerned teachers think that rewards are of good use in
motivating the dull and weak students.
8 Only 40% of the respondents are of the view that rewards have strong psychological
effect upon the secondary school student.
9 It is found that majority of the respondents are in favor of that rewards create a
sense of jealousy among students.
10 It is known as a result that only 6% of the concerned teachers have the opinion that
rewarding students is highly effected by teachers’ likes and dislikes.
11 Nobody is of the opinion that punishment is a positive alternative for motivating
students for academic learning.
12 All of the respondents are of the view that creativity of the students is adversely
destroyed while giving corporal punishment.

27
13 All of the respondents i.e 100% have the opinion that punishment adds in the hatred
from study at secondary level.
14 It is found out that 62% of the concerned teachers think that punishment further
damages the dull and slow learners.
15 The finding is quite balance only 54% of the respondents are of the view that
punishment is one of the major factor in runaway cases at the secondary level.

5.3 CONCLUSION:

It is concluded from the detailed and brain storming analysis of the study that
rewards are quite good to develop interest for further study and also create healthy
competition among students which is necessary for conductive learning environment in
secondary schools. Majority of the teachers are of the view that both punishment and
rewards are used as necessary tools to improve teaching learning situation therefore it is
concluded that both are part and parcel of learning institutions. Students feel pride of
being rewarded. In order to get rewards again and again they try to maintain and improve
their positions and work harder with enthusiasm and interest. It is concluded from the
research study that rewards must be given in clear, transparent manner free from personal
bias. Talent of the students and their academic performance must be evaluated. It is
concluded form the study that punishment can never be an alternate of rewards. Therefore
it is declared as negative motive and should be avoided in learning institutions. It is
concluded from the study that use of harsh words and corporal punishment damages the
natural capabilities of an individual therefore efforts must be made to avoid it. As human
being is creative in nature whereas corporal punishment damages this capability to the
greater extend. It is also concluded that punishment is of no use at this stage. It has no
role in the moral, mental and emotional growth of a child. It is also concluded that
sometimes corporal punishment results in the deprivation of education and thus academic
career of a child comes to an end with it. It is also observed that sometimes punishment
may be given in unavoidable situation however it must be milder and judicious in nature.

28
5.4 RECOMMENDATIONS:
1. Secondary school education is a base for further higher education. The reasonable
career of a student starts here. The teacher should know about the individual
psychology and should try to create conducive learning environment for the learners
by making his teaching attractive and pleasant.
2. It is noted that individual differences are a matter of great concern for every teacher.
Whereas teachers face this situation every day in the classroom. Sometimes a
student may be good in reading but not good in writing. Some students take interest
in play while others are bookish. Some students are severely affected by the home
environment, economic status of the family and family size etc, which hinders the
learning of individuals. Therefore, a teacher should take into account every child,
his interest, his problems, his aptitude and adopt that way of teaching which is
helpful in promoting learning of the students.
3. No teacher admits that punishment is good for school students. However it exits in
our schools in one form or the other. The teachers need to make their classroom
attractive in order to improve the quality of learning instead of using punishment as
tool for improvement.
4. It is also particularly noted that rewards are mostly extrinsic in motivating students
for learning because winning a prize leads to temptation and even to cheating which
is evil in nature. They sometimes encourage wrong attitude. Winning a prize is the
job of shining stars in the class whereas motivation is the need of dull and slow
learners. Therefore the use of prize and rewards need proper disposal at the hands of
a teacher. Otherwise it is adversely effective. It needs for proper training and
guidance of the teachers which must be a part of the training institutions and of
school curriculum in the province.
5. It is recommended in the light of Quranic learning that punishment can be used as a
tool in learning institutions. However effort must be made to avoid it because in
many cases it results in negative and have adverse impact upon the character,
personality and behavior of individuals. There is wise saying that “a rod for a fool
and node for a wise”. It can be used as the ultimate options to mend the most
dangerous situations at this maturity level.

29
 REFERENCES

Murad. A (2000). School Organization and Classroom Management. 1st Edition. Printed
by Taj Kutub Khana, Peshawar. Pg 11-14

Arbab. A.K (2003) Educational Administration and School Organization The Print man
Peshawar. Pg 67.

Butler D. J (2008) Four Philosophies and Their Practice in Education and Religion. 3rd
Edition. Pg 165.

Muhammad. N (2013) Foundation of Education 1st Edition. Umair Composing Center

Peshawar. Pg 12,17.

Muhammad. R (2004). Allied Material of Educational Psychology. Printed by Roohani

Art Press. Islamabad. Pg, 234-238.

Fredrick. L (2001). The Development of Modem Education. 2nd Edition. USA, and
History (2001). Pg 8,17.

Muhammad. J (2001-2002). A Survey of the Effects of Punishment on Students at

Primary Level.

Tanveer. K (2009). An Introduction to Educational Philosophy.

Muhammad. A (2003) Perspective of Education and Contemporary Issues 3rd Edition.

The Printman Peshawar. Pg 124.

Shahid. S.M (2012) Educational Administration. Green Line Printers ISL. Z. A. Printers.
Lahore. Pg 34

w.w.w google.com.
Emis 2018, Updated

30
 APPENDIX-A

“QUESTIONNAIRE FOR SECONDARY SCHOOL TEACHERS”

Topic: Perceptions of teachers regarding influence of reward and punishment on

students learning at secondary school level in district Swabi.

Name: Qualification:

Post: Teaching Class:

Experience: School:

Note: Show your interest in the form of No or Yes for the following statements:

1. Do you see that both punishment and rewards are good parameters for improving
learnings?
2. Are rewards and punishment used as tools in improving teaching learning situation
at secondary school level?
3. Do you agree that secondary school students academically improve to the greater
extend with rewards?
4. Do you agree that rewards motivate students for learning competition among
themselves?
5. Does a secondary school student feel pride of being rewarded?
6. Do you agree that rewarded students try to maintain their position?
7. Do you see that rewards are of good use in motivating the dull and disinterested
students?
8. Do you agree that rewards have psychological effect at the secondary school
students?
9. Do you see that rewards create a sense of jealousy among the secondary school
students?
10. Do you agree that teachers’ personal biases are involved while awarding students?
11. Is punishment positive alternative for motivating students for academic learning?

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12. Is child’s creativity destroyed while giving corporal punishment at secondary
school level?
13. Do you agree that punishment increases hatred for study at this level?
14. Do you agree that punishment further damages the dull and slow learners at this
stage?
15. Do you agree that punishment is one of the major factor in runaway cases at this
stage?

APPENDIX-B

1. Government Shaheed Basit Ali Sardar High School Shewa, Swabi.

2. Government High School Taraki, Swabi.
3. Government High School Shera Ghund, Swabi.
4. Government High School Kalu Khan, Swabi.
5. Government High School Sheik Jana, Swabi.

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